Outline

Overview

Final professional experience unit in the Master of Teaching (Early Childhood). Students experience the professional work of early childhood teachers over an extended placement of 36 days. Students apply their knowledge, skills and understandings of early childhood teaching and learning, assuming substantive teaching responsibility and related duties, and demonstrate consolidation of outcomes achieved in the previous two professional experience units. In addition, students design and implement a practitioner inquiry project focused on improving their own practice and supporting professional development during the placement. Findings are presented at a research conference.

Unit details and rules

Academic unit	Education
Credit points	12
Prerequisites ?	72 credit points
Corequisites ?	EDMT6631 and EDMT6632
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Erin Harper, erin.harper@sydney.edu.au

Assessment

The census date for this unit availability is 3 October 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Peer or expert observation or supervision	Supervising Teacher Report All aspects of student's practice will be assessed by the Supervising Teacher using the Supervising Teacher Report.	0%	Formal exam period	Placement duration (36+1 days)	AI prohibited
Outcomes assessed:
Portfolio or journal	Professional experience placement ePortfolio Daily documentation of practice according to the unit placement requirements document	0%	Formal exam period	6000wd	AI allowed
Outcomes assessed:
Written work	Practitioner inquiry reporting 1200 word professional article reporting on implementation of a practitioner inquiry project, with data samples submitted (800 wd equivalent)	0%	Formal exam period	2000wd	AI allowed
Outcomes assessed:
Presentation	Practitioner inquiry presentation 10 min presentation with Q and A and submission of slides	0%	Formal exam period Due date: 04 Dec 2025 at 09:00	2000wd (10 min oral + slides)	AI allowed
Outcomes assessed:
Attendance - accreditation or faculty requirement	Placement completion Attendance and completion of all required placement days. Documented in an attendance record, and verified by the Supervising Teacher upon completion	0%	Formal exam period	1 visit + 36x 8-hour placement days	Not applicable
Outcomes assessed:
Written work	Practitioner inquiry planning Preparing and planning to undertake a practitioner inquiry project.	0%	Multiple weeks	2000wd	AI allowed
Outcomes assessed:
= hurdle task ?

Assessment summary

Practitioner inquiry:

Students will plan a practitioner inquiry project to be conducted during the internship placement. The findings will be presented at a ‘research conference’ at the end of semester

Internship placement:

A 32-day internship plus one-day lead-up visit to be completed Monday to Thursday over eight weeks. Assessment components of the placement include 100% attendance, supervising teacher’s report and portfolio

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Mid-semester break	Participants, data generation / Assessment and planning	Lecture and tutorial (4 hr)
Week 07	Introduction to practitioner inquiry / Communities of practice	Lecture and tutorial (4 hr)
Week 08	Literature review / Specialist teaching techniques	Lecture and tutorial (4 hr)
Week 09	Data analysis / Professional identity and pedagogical leadership	Lecture and tutorial (4 hr)
Week 10	Preparing to implement research plan / Professional challenges	Lecture and tutorial (4 hr)
Week 11	Conducting practitioner inquiry / Reflective practice scenarios	Lecture and tutorial (4 hr)
Week 12	Conducting practitioner inquiry / Reflective practice scenarios	Lecture and tutorial (4 hr)
Week 13	Individual or small group consultations	Lecture and tutorial (4 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 12 credit point unit, this equates to roughly 240-300 hours of student effort in total.

Required readings

All readings for this unit can be accessed through the Library Reading List available on Canvas

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. Take increasing leadership responsibility for planning, implementing and assessing quality early childhood curriculum in collaboration with other educators
LO2. Take increasing leadership responsibility for communicating and collaborating professionally and respectfully with staff, families, children and community
LO3. Critically reflect on practice and exercise professional judgement, making links between theory, philosophy, child development and practice
LO4. Clearly articulate a professional identity and philosophy informed by theory and contemporary practice
LO5. Appreciate the importance of undertaking practitioner inquiry for ongoing professional development and transformation of practice
LO6. Plan, implement and evaluate practitioner inquiry in an early childhood setting with reference to relevant theory, literature and policy documents
LO7. Demonstrate a depth of knowledge about a selected aspect of early childhood practice through practitioner inquiry

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian Children's Education & Care Quality Authority - 1.1. Learning, development and care 2.4. Teaching methods and strategies 3.1. Early Years Learning Framework 3.9. Curriculum planning, programming and evaluation 6.1. Leadership
	Australian Children's Education & Care Quality Authority - 4.1. Developing family and community partnerships 6.1. Leadership
	Australian Children's Education & Care Quality Authority - 2.4. Teaching methods and strategies 3.9. Curriculum planning, programming and evaluation
	Australian Children's Education & Care Quality Authority - 5.2. Contemporary theories and practice 5.3. Ethics and professional practice 6.3. Professional identity and development
	Australian Children's Education & Care Quality Authority - 2.4. Teaching methods and strategies 6.5. Research
	Australian Children's Education & Care Quality Authority - 6.5. Research
	Australian Children's Education & Care Quality Authority - 3.9. Curriculum planning, programming and evaluation 6.5. Research

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Changes have been made to the structure of the Practitioner Enquiry

Additional information

Site visit guidelines

If you are undertaking professional experience/field education placement as part of your enrolment in this unit of study, please assess your specific needs and requirements for the safe and successful completion of an external placement within a host organisation. You will be given the opportunity to disclose any health issues that have a work health and safety significance before arranging a placement so that your safety, and the safety of others, can be properly assessed. The Professional Experience Coordinator/Field Education Manager will work to ensure that the workplace assignment to you is appropriate for your needs and requirements. If you are experiencing disability, and require reasonable adjustments to be arranged, please contact Disability Services as early as possible prior to commencing the internship. Please note, in all cases, and for the purpose of organising reasonable adjustments, only the impact and not the nature, of your disability will be disclosed to the host organisation.

Work, health and safety

Please make yourself familiar with the inherent requirements for this course: https://sydney.edu.au/students/student-responsibilities/inherent-requirements.html

Please make yourself familiar with the professional experience handbook: through Pebble Pad including information on Working With Children Check, workplace health and safety induction, infectious diseases and pregnancy.

You may wish to discuss your immunisation status with your doctor prior the professional experience placement, p, articularly when working with infants and toddlers.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links

EDMT6009: EC Internship and Practitioner Inquiry

Semester 2b, 2025 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links